You must be able to: Observe cellular respiration Describe photosynthesis and respiration Compare and contrast photosynthesis and respiration Explain cellular respiration
Instructions Read a text on cellular respiration
Read the instructions carefully and engage with the simulation or game as you work through the questions
Activities
Reading a text Following instructions Playing a game Completing tasks in the journal to be accessed on the link below:
A variety of ways of representation, engagement and expression underpin the course delivery in accordance with the principles of Universal Design for Learning. Presentation will be made flexible given the varied educational needs of each learner.Consideration has been given in re-purposing of the course materials and provisioning of inclusive approach to cater for dexterous use of technology, bracketing and staging.
This approach draws on various theories of teaching, notably that of Flemming and Mills on engaging the sensory modes to access learning that is Visual, Audio, Read and Kinaesthetic (VARK) model. The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile). The principle of inclusion underlies this approach, thus ensuring that students with special educational needs can be able to access content material and instructional assistance via assisstive devices, text to speech devices, cause and effect software,etc. Further guidelines on inclusive approaches are accessible on Universal Design for Learning (UDL) Guidelines 2.0 which can be downloaded from www.**udl**center.org/sites/**udl**center.org/files/update**guidelines**2_0.pdf
Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions. Within the UDL framework, the goal is to improve the accuracy and timeliness of assessments, and to ensure that they are comprehensive and articulate enough to guide instruction – for all learners. This is achieved in part by keen focus on the goal, as distinct from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.
At this stage assessment is formative Observe cellular respiration Describe photosynthesis and respiration Compare and contrast photosynthesis and respiration Explain the process of cellular respiration Assessment activities must be completed on this link below
1: Topic: cellular respiration
Lesson outcomes
You must be able to:
Observe cellular respiration
Describe photosynthesis and respiration
Compare and contrast photosynthesis and respiration
Explain cellular respiration
Instructions
Read a text on cellular respiration
Read the instructions carefully and engage with the simulation or game as you work through the questions
Activities
Reading a text
Following instructions
Playing a game
Completing tasks in the journal to be accessed on the link below:
http://glencoe.mheducation.com/sites/dl/free/0078802849/383932/BL_25.html
Method
A variety of ways of representation, engagement and expression underpin the course delivery in accordance with the principles of Universal Design for Learning. Presentation will be made flexible given the varied educational needs of each learner.Consideration has been given in re-purposing of the course materials and provisioning of inclusive approach to cater for dexterous use of technology, bracketing and staging.
This approach draws on various theories of teaching, notably that of Flemming and Mills on engaging the sensory modes to access learning that is Visual, Audio, Read and Kinaesthetic (VARK) model. The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile). The principle of inclusion underlies this approach, thus ensuring that students with special educational needs can be able to access content material and instructional assistance via assisstive devices, text to speech devices, cause and effect software,etc. Further guidelines on inclusive approaches are accessible on Universal Design for Learning (UDL) Guidelines 2.0 which can be downloaded from www.**udl**center.org/sites/**udl**center.org/files/update**guidelines**2_0.pdf
Resources
Internet
Laptop or Desktop Computer
Smart phone/ Tablet/ cellphone
Assisstive devices
Cause and effect software
Text to speech device
http://biologycorner.com/worksheets/virtual_labs_glencoe.html
http://glencoe.mheducation.com/sites/dl/free/0078802849/383932/BL_25.html
Assessment
Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions. Within the UDL framework, the goal is to improve the accuracy and timeliness of assessments, and to ensure that they are comprehensive and articulate enough to guide instruction – for all learners. This is achieved in part by keen focus on the goal, as distinct from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.
At this stage assessment is formative
Observe cellular respiration
Describe photosynthesis and respiration
Compare and contrast photosynthesis and respiration
Explain the process of cellular respiration
Assessment activities must be completed on this link below
http://glencoe.mheducation.com/sites/dl/free/0078802849/383932/BL_25.html